<?xml version="1.0" encoding="UTF-8"?><xml><records><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Jelena Ž. Maksimović</style></author><author><style face="normal" font="default" size="100%">Jelena S. Osmanović</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">TEACHERS’ SELF-CONCEPT AND ITS BENEFITS FOR SCIENCE EDUCATION</style></title><secondary-title><style face="normal" font="default" size="100%">Journal of Baltic Science Education</style></secondary-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">empirical research</style></keyword><keyword><style  face="normal" font="default" size="100%">practice</style></keyword><keyword><style  face="normal" font="default" size="100%">science education</style></keyword><keyword><style  face="normal" font="default" size="100%">self-concept</style></keyword><keyword><style  face="normal" font="default" size="100%">teachers</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2019</style></year><pub-dates><date><style  face="normal" font="default" size="100%">February/2019</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">http://oaji.net/articles/2019/987-1550083061.pdf</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">18</style></volume><pages><style face="normal" font="default" size="100%">Continuous</style></pages><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">Self-concept, understood as an impression or idea one has about oneself, represents a significant precondition for the professional improvement of teachers, as well as for the advancement of teaching itself and students’ development of  their own positive self-concept. This research aimed to examine the idea of self-concept with the purpose of determining the manner in which primary and secondary school teachers perceive themselves. The factors to be analyzed in relation to the variables, work experience and pay satisfaction, were defined by means of the scale of estimates and factor analysis. The obtained results showed that accepting oneself, self-improvement, self-satisfaction and job satisfaction, as well as the initiative and openness to change varied depending on work experience and pay satisfaction. Work experience, not pay satisfaction,  proved to have an impact on the teachers’ perception of the relationship with their colleagues, whereas the perception of personal and teaching qualities did not depend on the aforementioned variables.</style></abstract><issue><style face="normal" font="default" size="100%">1</style></issue><work-type><style face="normal" font="default" size="100%">Original article</style></work-type><section><style face="normal" font="default" size="100%">105-116</style></section></record><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Radka   Čudová</style></author><author><style face="normal" font="default" size="100%">Milan Kubiatko</style></author><author><style face="normal" font="default" size="100%">Sabina   Radvanová</style></author><author><style face="normal" font="default" size="100%">Věra Čížková</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">THE TEACHERS’ OPINIONS AND REQUIREMENTS OF BIOLOGY SKILLS</style></title><secondary-title><style face="normal" font="default" size="100%">Journal of Baltic Science Education</style></secondary-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">biology skills</style></keyword><keyword><style  face="normal" font="default" size="100%">inquiry-based science teaching (IBSE)</style></keyword><keyword><style  face="normal" font="default" size="100%">pupils/students</style></keyword><keyword><style  face="normal" font="default" size="100%">Questionnaire</style></keyword><keyword><style  face="normal" font="default" size="100%">teachers</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2013</style></year><pub-dates><date><style  face="normal" font="default" size="100%">October/2013</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">http://oaji.net/articles/2015/987-1425810384.pdf</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">12</style></volume><pages><style face="normal" font="default" size="100%">Continuous</style></pages><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">The problematic of science skills of pupils and students is important to investigate, due to decreasing of attitudes and knowledge of respondents. The presented results are part of bigger investigation, which included the investigation of chemistry, biology and geography teachers on the pupils/students skills. In the study are presented results for the biology part. The aim of research was to prepare, perform and evaluate a questionnaire research, which is based on the above mentioned proposal of biology skills and which investigates the opinions and requirements of lower secondary (ISCED 2) and secondary general (grammar) school (ISCED 3)� teachers on the biology skills of graduates from the lower secondary school� and graduates from grammar schools. A research sample consisted of two groups of teachers. The first group were teachers from lower secondary schools (n = 53) and the second group were teachers from secondary general (grammar) schools (n = 68). As a research tool was used a questionnaire with 4-point Likert type items. Inductive statistics was used for verification of hypotheses; specifically t-test was used for the determination of differences in the answers between lower secondary and grammar school teachers. Grammar school teachers achieved higher score in the majority of cases. The recommendations are mentioned in the conclusion part.</style></abstract><issue><style face="normal" font="default" size="100%">5</style></issue><work-type><style face="normal" font="default" size="100%">Original article</style></work-type><section><style face="normal" font="default" size="100%">579-591 </style></section></record></records></xml>